| 000 | 01873nam a22002777a 4500 | ||
|---|---|---|---|
| 003 | ZW-GwMSU | ||
| 005 | 20241125101058.0 | ||
| 008 | 241125b |||||||| |||| 00| 0 eng d | ||
| 022 | _a1052-4800 | ||
| 040 |
_aMSU _bEnglish _cMSU _erda |
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| 050 | 0 | 0 | _aLB1778 JOU |
| 100 | 1 |
_aFirmin, Michael W. _eauthor |
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| 245 | 1 | 0 |
_aResidual effects on students of a college poverty immersion experience _ccreated by Michael W. Firmin, Ruth Lowrie Markham, Kurt J. Stultz, Heidi J Johnson and Elizabeth P. Garland |
| 264 | 1 |
_aCanada: _bMiami University, _c2016. |
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| 336 |
_2rdacontent _atext _btxt |
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| 337 |
_2rdamedia _aunmediated _bn |
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| 338 |
_2rdacarrier _avolume _bnc |
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| 440 |
_aJournal on excellence in college teaching _vVolume 27, number 3 , |
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| 520 | 3 | _aThe authors report the results of a phenomenological, qualitative research study involving 20 students who participated in a weekend poverty immersion experience. Analysis of the tape-recorded interviews included coding, checks for internal validity, and the generation of themes common to most of the research participants. Two overall results were evident. First, students identified three particular enduring frameworks that they had maintained as a result of their respective poverty immersion experiences. Second, students generally had not actively engaged in helping the poor, despite their earlier thoughts that they would have done so. The findings are discussed within the context of the social psychology literature showing that disparity often exists between beliefs and behaviors. Implications for instructional psychology are noted. | |
| 650 |
_aCollege students _vImmersion programs _xPoverty |
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| 700 | 1 |
_aMarkham, Ruth Lowrie _eco-author |
|
| 700 | 1 |
_aStultz, Kurt J. _eco-author |
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| 700 | 1 |
_aJohnson, Heidi J. _eco-author |
|
| 700 | 1 |
_aGarland, Elizabeth P. _eco-author |
|
| 942 |
_2lcc _cJA |
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| 999 |
_c168363 _d168363 |
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